Designing for adolescent¶
Age · 12 to 17 · All situations
62 rows from 61 pages say what to change when the brief's age is adolescent; 44 of them cite a claim. Pages whose rows cite claims come first. Read the basis before relying on a row: many carry a claim to learners or settings it did not test, and say so.
Epistemic Cognition¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
adolescent learners, science inquiry (a lab, a simulation or a virtual lab) |
Before learners run their own investigation, have them critique one or two problematic inquiry cases (an uncontrolled variable, a conclusion the data do not support) and say how to fix them, rather than only watching the teacher demonstrate a correct procedure. | Critiquing problematic inquiry cases before virtual-lab inquiry [+W]: 50 middle-school students, critique against teacher demonstration, no effect size printed |
adolescent learners, web or news sources, a school course |
Embed six 50-minute lessons on lateral reading in an existing subject (government, history), with teacher preparation; practise on live sites. | Civic Online Reasoning Instruction Improves Evaluation [+M]: high-school field study, matched controls |
Adopt humanistic and radical approaches so adult learners develop as individuals and can question social injustice¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent (secondary school) |
Keep the reading–talking–writing cycle over a unit of weeks; start from their own experience of a technology or issue; keep more teacher framing in the early sessions | Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations [+M] (12th grade, single site, no comparison) |
Build productive instructor-learner relationships so adults feel connected and take an active role in learning¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent or child (the school studies' population) |
Keep the greeting at the door and the empathic response to misconduct as daily routines; shorten the intake and involve families where appropriate | Positive Greetings At The Door Improve Engagement [+M] and A brief online empathic-discipline exercise for teachers halved suspensions in one randomized field experiment, while its preregistered replication found a small, marginal overall effect but narrowed group disparities [~S] (middle school, the population tested) |
Bullying Prevention and Intervention¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Secondary age (adolescent), goal is less bullying and more empathy |
Implement a restorative whole-school approach in full (not partly), for two years, and measure student-reported bullying, empathy and self-esteem | RWSA [+M] (quasi-experiment, grades 7–9, four Hong Kong schools, reported in a review) |
Character Education¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Secondary age (adolescent), goal is ethical judgement |
Pair a short ethics curriculum (deciding between competing values) with a service project and reflection; the curriculum is what adds ethical awareness and perspective over service alone | curriculum plus service vs service alone [~M] (one quasi-experiment, twelfth graders) |
Classroom Space and Procedural Design¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescents who meet many teachers a day |
Give the reason for each procedure; agree the rules with the class in week 1; align procedures with the other teachers where you can (one attention signal, one way to hand in work); keep pacing room for questions | Students value knowing class routines [+W] (high school students' reports); rest untested |
Cognitive Activation¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are children or young adolescents (child, adolescent) |
Keep the "why" prompts but allow spoken answers; use two concrete cases rather than abstract descriptions; one relation per session. | Self-explanation prompts improve learning from worked examples [+M] (pooled across levels of education, and one study with eighth graders; the adaptations themselves are untested) |
Cognitive Flexibility¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Age adolescent, goal a mathematics procedure |
Have learners compare alternative solution methods side by side; expect gains in choosing methods, and add a separate item asking why each method works. | Comparing cases side by side improves learning and transfer by a moderate average amount, though in one algebra study it raised procedural knowledge and flexibility but not conceptual knowledge [~M]; tested with seventh-graders, procedural flexibility rose, conceptual knowledge did not |
Considering The Opposite¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or adolescent, in science, holding an everyday misconception |
Predict–observe–explain: commit to a prediction, ask "how would someone who thinks the opposite explain it?", show the phenomenon, then discuss which account fits; use a refutation text that names the misconception and answers it | Conflict-based instruction improves science conceptual learning [+M] (meta-analyses of science-education studies; staged contradiction helped only confused learners in one small experiment); refutation text [+M] (no developmental pattern found in the review) |
Culturally Responsive Classroom Norms¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent |
Name conventions openly and invite learners to say where their norms differ; avoid public correction in front of peers; watch for learners who define themselves against school (step 10) | Correction: empathic discipline [+M] (US middle-school maths teachers). Rest untested |
Design tools so productive usage is guaranteed by affordances and constraints rather than instructions¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or adolescent |
Children: an opening screen they can act on without reading, controls with visible extremes, and an adult nearby for the first session. Adolescents with an AI tutor: hints only, teacher-written per problem | Child: A student began interacting with the sim within 10 seconds and verbalized sense-making without explicit guidance [+W] (one sixth-grade student). Adolescent: Guardrails in the GPT Tutor largely eliminate the negative exam effect, though no positive exam effect is observed [~M] (high school mathematics) |
Disciplinary Literacy¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, reading adequately but new to the discipline's texts |
Use the default design as written, over a semester: one practice at a time, modelled, then text sets in pairs, then unaided arguments | Disciplinary Literacy Instruction Improves Comprehension [+M] (ninth- and eleventh-graders, against usual or textbook instruction) |
Distributed Cognition¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, or have an AI assistant in reach |
Bound the tool to hints and checks, run the prediction-and-feedback check of step 6 on every practice set, and keep the unaided check | Developmental claim above [~W]; Bounded AI support outperformed open collaboration on all four Week 8 independent no-AI outcomes, though exact wild-cluster p values sat at the 0.050–0.063 boundary [+M] (one quasi-experiment, six classes); the tool decision is modelled in Technology Augments, Not Supplants |
Dual Coding¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent or adult, goal is a principle in science or mathematics |
Add learner drawing of the process or system, with a model to compare against | Drawing in STEM [+M] (STEM only, abstract read) |
Effective Classroom Management Plan Criteria¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescents who meet many teachers a day |
Agree the rules with the class in the first week; give reasons for every procedure; greet each learner at the door; correct in private, never in front of peers; add self-recording for learners who want it | Greetings at the door [+M] (middle-school classes); self-monitoring [+M] (grades 4–12, students with or at risk for disabilities); the rest untested |
Elaborative Reasoning¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent (lower secondary) reading science or social-studies text |
Why-prompts on each fact, answered in writing or aloud; target facts that contradict common beliefs | Elaborative interrogation instructions produce better recall and recognition of science facts than reading-for-understanding instructions [+M] (grades 6 and 7) |
Engagement¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, with disruptive or off-task behaviour |
Add the greeting routine at every lesson; for individual learners, cued self-recording of on-task behaviour in work blocks | Positive Greetings At The Door Improve Engagement [+M] (middle school); Self Monitoring Improves On Task Behavior [+M] (students with or at risk for disabilities; carried to others untested) |
Evaluating Sources¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
adolescent learners in a school subject (government, history, science) |
Embed six or so 50-minute lessons in the subject's own topics, with teacher preparation beforehand; practise on live sites about the unit's questions | Civic Online Reasoning Instruction Improves Evaluation [+M] (high-school field study with matched controls, and eleventh graders without a control) |
Expanding Social Networks¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, in a drop-in or out-of-school space |
Have adults reach out socially to each young person, as guides and collaborators, before expecting them to join workshops; do not rely on posters or sign-up sheets | In Year 1, teens left on their own did not automatically connect with structured workshops; adult mentors reaching out socially changed this [+M] (one library learning space, observation and interviews) |
Explicit Instruction: Online Reading Strategies¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent or adult second-language readers |
Keep the strategy routine and name each move in plain language (the learners' first language allowed for the record); choose pages slightly below their reading level for the first sessions | Reading Strategy Instruction Improves Comprehension [+S] (meta-analysis of strategy instruction for English L2 learners, print texts; carried to online) |
Fostering Creative Thinking¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners already brainstorm often and their ideas have stopped getting more varied, or they are adolescent or older and new to creative tasks in this subject |
Teach generating strategies explicitly in one lesson before more open-prompt practice, and have learners check their own lists against the strategies (categories covered, distance from the first idea) | A 50-minute metacognitive strategy instruction produced positive effects on fluency, flexibility and originality [+M] (Grade 11, two cohorts at one school, against a regular brainstorm lesson; carried to adults and other subjects untested) |
Functional Behavior Assessment¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learner is an adolescent (about grade 4 and up) |
Interview the learner as a main source of trigger information; agree the replacement with them; add self-recording of on-task behavior from week 4 or so | Self-monitoring of on-task behavior [+M] (single-case studies, grades 4–12, students with or at risk for disabilities; behavior, not achievement) |
Mindfulness Activities¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent or young adult, and the goal is better regulation of stress or emotion |
Plan a multi-week programme with practice in real situations and a debrief, not a one-off minute; keep the before-task routine as one part of it | A practice brief reviewing self-regulation interventions reports substantial benefits of mindfulness programs for cognitive and emotional regulation, stress and mental health in adolescents and young adults [+M] (practice brief summarising a review of programmes; no effect size; does not test a single routine) |
Motivation¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent and say the subject is pointless |
Value first: the relevance-writing exercise at each unit start, two or three options of topic within the unit; in a transition year (the first year of middle or secondary school), put effort into making lessons interesting and understandable, because perceived interest goes with emotional engagement most strongly then | Task value [+M] (reviews; the writing exercise reported second-hand); interesting instruction and engagement [+M] and grade moderates the link [~M] (one multilevel study of 6,465 science students; steepest in grade 6; associational) |
Note-taking¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child (primary) or adolescent with little note-taking experience |
Guided notes with few, well-cued blanks; pauses every 5–8 minutes; teacher models notes on the board for several sessions, not one; review in class | Guided Notes Improve Note Accuracy [+M] (meta-analysis reports the benefit "particularly for school-age students", abstract only); timings untested |
Online Course Design (Community of Inquiry)¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent in a web-based school course |
Plan every interaction and the community-building explicitly; schedule live contact; keep the weekly structure strict and contact families or a school mentor after a missed week. | Online community required deliberate, planned effort [+W] (interviews with high-school e-teachers); the actions are untested |
Phonics¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Older struggling readers (grade 2 and above, or adolescent) |
Diagnose the gaps rather than restart the sequence; teach multisyllable decoding and word parts (prefixes, roots, suffixes); pair every phonics lesson with fluency and comprehension work; expect decoding gains before comprehension gains | Systematic Phonics Improves Word Reading [~S] (older readers with difficulties: decoding effects remained, comprehension and spelling effects not reliably above zero); Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension [+M] (largest gains on decoding, particular benefit for less-able readers, preschool to grade 8) |
Physical Activity¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent |
Keep the doses; give learners more say in the moves (a menu, rotating leaders), and use walking discussion or an active review game rather than whole-class exercises they may find childish | Dose: Classroom physical activity… [+S] (includes ages up to 17). Choice and format: untested proposal |
Positive Behavioral Interventions And Supports¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Secondary school, adolescent learners |
Students co-write the expectations and the matrix; acknowledgment by specific verbal recognition, privileges and positive contact home rather than tokens; add self-monitoring early. | Autonomy support [+S] and rewards and interest [~S], carried from task-interest studies to school behaviour systems; the randomized trial's results are from elementary schools and are carried here untested |
Positive Self-talk¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
The goal is academic writing or problem solving, child or adolescent |
Teach self-instructions as part of the strategy (its steps become the cues) with goal setting and self-monitoring, over several sessions | Strategy Instruction Improves Writing Quality [+M] (grades 4–10; self-instruction bundled with three other components) |
Preserve Heritage Language While Acquiring an Additional Language¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
adolescent newcomer who already reads and writes the heritage language |
From the first week, give content reading and note-taking in the heritage language alongside the school language; expect faster academic progress than a younger beginner; keep heritage-language literacy going | older immigrant students with established L1 literacy developed L2 academic proficiency faster [+M] (ages 10–12, reported second-hand) |
Self Affirmation¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, in a classroom with one teacher (middle or secondary school) |
Teacher hands out the sheet at the start of a lesson early in term; 15 minutes of silent writing; collect nothing, or collect sealed and unread | self-affirmation claim [~S] (seventh-graders, in class; one positive and one null replication) |
Self-monitoring¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or adolescent with, or at risk for, attention difficulties or disabilities, and the problem is staying on task |
Self-recording of on-task behaviour at short cued intervals (an app, a vibrating timer or a tone), after a training session; record the behaviour, not the learning, and check separately whether work completed changes | Self Monitoring Improves On Task Behavior [+M] (single-case studies, grades 4–12, on-task behaviour only) |
Shared power: previously excluded students, families, and communities co-create and shape educational systems, policies, and practices¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
The group is adolescent students (student voice on climate, safety, a programme) |
Give students seats with a stated decision, advance notice of every meeting and a written description of each role; hold meetings in school time; report back to the wider student body in a form they use. | Students wanted advance notice and clarity on scheduling and roles [~M]; youth advisors on inadequate involvement and unclear follow-through [~W]; both interview accounts, not tests |
Social Emotional Learning¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent |
Frame skills around fairness, identity, friendship and real stakes; let learners choose scenarios and lead discussion; avoid scripts that feel young; offer mindfulness or breathing practice as one strategy among several; plan a longer programme with practice inside every session, and involve the whole staff team that teaches them. | Autonomy support [~M], carried from intrinsic motivation to SEL; mindfulness programmes [+W] and self-regulation interventions with high schoolers and young adults [+W], one practice brief's review, no effect sizes; SEL moderators [+M]: longer secondary programmes with in-session practice, insight building, problem-solving and whole-staff involvement were the more effective, in a 104-study meta-analysis as summarised in a review |
Social Interdependence¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent (early secondary) |
Use cooperative goal structures as the default arrangement for multi-week units, with individual checks feeding a team score | Cooperative learning improves achievement [+S] (meta-analysis of 148 studies of early adolescents, direction only; Learning Together method d = 0.70–0.91 from an unpublished report) |
Social Presence¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or adolescent |
No public photos or personal profiles; introductions through a class activity the teacher runs (what I like, what I am good at); presence comes mainly from the teacher's relationship with each pupil, built in short regular contacts | Teacher–student relationships [+M] (associations; negative relationships mattered more in primary school); the routines are untested |
Strengthen ties between teachers and parents rather than pressing for remote sanctions behind teaching¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Students are in high school (adolescent), especially the first year |
Plan the contact deliberately at the transition, because it tends to fall away there: an early positive call per family in grade 9, and academic content (what the student needs to do well) rather than rules | Ninth-grade teachers report less communication with and academic support for parents than eighth-grade teachers [+W] (Chicago teacher surveys); Parents want more academic interaction with high schools, but schools focus communication on rules and problems [+M] |
Structured Peer Review¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent secondary-school writers |
Anonymous drafts, four or five reviewers per essay with a well-specified rubric, and the average of their ratings shown to the author beside the comments; teacher reads flagged disagreements. | Peer accuracy [~M]: AP English students' averaged rubric ratings correlated with expert scores about as well as teachers' did, in lower- as in higher-performing schools; correlational. Web-SPA [+W]: 76 high-school computing students' peer marks were broadly consistent with the instructor's and work improved after review (a before-and-after report with no comparison group, read second-hand) |
Supporting Students with Intellectual Disabilities¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
The student is an adolescent or young adult near transition (work, independent living) |
Move practice into community and workplace tasks; teach the student to set and review their own goals weekly and to lead their own planning meeting, rehearsed beforehand | Self-determination instruction [+M] and student-led IEP meetings [+M] (high-school students with intellectual or learning disabilities); post-school outcomes not measured |
Technology should augment, not supplant, learning processes in student-centered environments¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent (secondary school) |
Use a guarded tutor (hints, no answers) for practice and an unaided exam; never an open chatbot for graded practice | Unguarded answer-giving AI harmed unaided exam performance while a guarded version of the same model erased the harm (Bastani et al., 2025, as reported) [+M] (high-school mathematics, reported second-hand) |
Traditional Lecture-Based Instruction¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Secondary-school learners (adolescent) |
Keep teacher talk to short segments and give most of the period to tasks that engage learners with the content. | Observations: most teachers relied on passive lecture; students felt unchallenged [-W] (one district's classroom observations; describes practice, does not test an alternative) |
Understanding must be cultivated through exploration, not described or told¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent |
Keep exploration guided throughout (prepared questions, a teacher check-in per group); never leave a group to discover alone | Age moderates discovery-learning effects: the explicit-instruction advantage over unassisted discovery is larger for adolescents than adults, and the enhanced-discovery benefit larger for adults than children [~M] |
Compensate for age-related sensory impairments by combining audio input with visual presentation¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
child or adolescent learners with a hearing or vision loss |
The same moves apply (the digest notes these problems are not only older learners'); coordinate with the learner's specialist support and any amplification they use | untested; the evidence above is from adults |
Elaboration Theory¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or adolescent |
Make the epitome concrete (a picture, a story or a model of the whole), keep levels to one lesson each, and have the teacher lead the synthesis aloud before asking learners to arrange items. | untested proposal; the study tested college and advanced high-school physics students, untested with children |
Emergent Curriculum¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent or adult in a standards-driven course |
Use the research-question route: two or three sessions to turn personal interests into investigable questions, then weeks of formal study with a stated method and a seminar or presentation. Map each question to the required outcomes before it is approved. | Untested; the earlier page's high-school example |
Epistemic Games¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or young adolescent |
Choose a practice whose decisions are visible and concrete (planning a park, running a shop); shorten sessions to 30–40 minutes; keep an adult in the mentor role; check the content separately. | Untested proposal |
Explicit Instruction: Internet Search¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
adolescent learners in a school subject |
Embed four to six sessions in the subject's own inquiry questions, with the planning sheet early and a revision log later | Untested as search teaching; the session counts are of the order used in Civic Online Reasoning Instruction Improves Evaluation [+M] (high-school and eleventh-grade fact-checking lessons, carried) |
Holistic Learning¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or adolescent |
Make the whole concrete (a picture, story or physical model of the whole), keep each part to one lesson, and have the teacher lead the placement aloud before learners do it | untested proposal; the hierarchy studies used college and advanced high-school students |
Include parents, teachers, or mentors in any self-regulation intervention and support their own skills and coaching capacity¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, 11–15 |
Put more of the component into the adults (teachers and carers cue in the moment, structure the setting); keep the youth's practice short and frequent; give emotion regulation a large share | untested here; from the brief's statement that reward and emotion systems mature before control systems at these ages (adolescent brain imbalance [+W], the brief's summary of research, q2) |
Least Restrictive Environment¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent in secondary school and teachers say curriculum modification is too hard at this level |
Keep the student in the subject class; the subject teacher and special-education teacher co-plan one modified version of the same unit (same topic, adjusted reading load and product); put any intervention block outside core classes | untested for the co-planning; scheduling from Students pulled out of other classes to receive LLI were particularly negatively affected [+M] (struggling secondary readers, not specifically students with disabilities) |
Link program elements to workforce entry points and employer-recognized credentials so learners see an immediate economic payoff¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, in high school |
Lay out the pathway year by year with the college; use dual enrollment so prerequisites and a first entry-level credential are done before leaving school; employer contact as visits and interviews, not paid work, where age rules bar hiring | untested; from the dual-enrollment pathway strategy, which cites no claim. Recent high-school graduates were hired in one pilot, with employers relaxing an under-21 rule (tcsg [+W]) |
Massive Open Online Course (MOOC)¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent or younger, or a school uses the MOOC |
Do not rely on open forums or self-pacing: assign the MOOC within a class, with a teacher setting weekly targets and reviewing the self-checks; keep forums closed to the class or moderated. | Untested; the claims recorded here are about adults and university students |
Memory Consolidation¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are children (child, adolescent) |
Keep recall items short and low-stakes, read aloud where reading is weak, and space returns across days in class time rather than homework | untested; the spacing evidence comes mostly from young adults and is thin for children's long-term retention (Spaced Practice Improves Retention [~S]) |
Observation/Shadowing¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
School pupils (adolescent) job shadowing for career exploration |
Set the purpose as finding out what the work involves; give three questions to ask the host (what a typical day holds, what they decide, how they learned it); a short write-up or talk to peers afterwards; do not assess performance | untested proposal |
PAIR-C Framework (Pattern, Agents, Interactions, Relations, Causality)¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent (secondary science) or younger |
Keep the five dimensions but give each one a question in plain words and a picture; use one simulation per session; the teacher runs a demonstration run before learners take over. | Untested: the study's population was adults; guidance in simulations [+M] reports age as a moderator without saying which way on its claim page |
Skills Sprint¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are child or adolescent |
Shorter blocks (20–30 minutes), a deliverable finished within one or two lessons, criteria given as a short checklist with pictures or examples, teacher at every checkpoint, explicit roles | untested proposal; the goal and feedback evidence above is from adults, older students and work tasks |
Structured Academic Controversy¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Age adolescent or adult in civics, ethics, history or policy |
Use the default sequence. For adults, ask for the learner-valued goal explicitly, since adults often arrive with a held view; collect the starting position privately. | untested; from the earlier page (target learners); untested proposal for the adult change |
Supporting Gifted and Talented Students¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
The student is an adolescent in secondary school, ahead in one subject |
Subject acceleration in that subject (the next course, online or with an older class), with the student staying with their year group for other subjects | untested proposal; the earlier page's constraint that repeated grade-skipping opens large maturity gaps |
Text Chats¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
child learners, or adolescent learners in school |
Keep chats teacher-visible and within a class platform; dyads or groups of three; 10 minutes per segment; one closed task | untested proposal; the chat studies here are with university students or adult learners |
Wise Feedback Across Racial and Ethnic Difference¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Learners are adolescent, with written feedback on graded work |
Put the standard-and-assurance sentence at the top of the written comments, before the critique, and require a revision | untested here; the earlier page and the strategy page's account of field experiments with seventh graders, which have no claim page |